Saving the Environment

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Dollars and Sense

  • TEKS Student Expectations

    • (4) The student will analyze the relationship of the environment to family and consumer resources. The student is expected to:
      • (A) analyze individual and family responsibilities in relation to environmental trends and issues
      • (B) summarize environmental trends and issues affecting families and future generations
      • (C) demonstrate behaviors that conserve, reuse and recycle resources to maintain the environment
      • (D) explain government regulations for conserving natural resources
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • understand how the Environmental Protection Agency (EPA) writes regulations to implement environmental laws written by Congress
    • describe what one can do as a consumer to implement behaviors that protect our environment
    • understand the function and purpose of some of the common EPA agencies
    • understand how these regulations affect you as a consumer
  • Rationale

    Script:

    The environment we live in has a finite amount of resources. Resources are tangible and intangible items which allow consumers to solve problems and reach goals. Resource limitations impact the individual consumer and family. Consumers need to develop ways to utilize and conserve resources. Consumers need to manage resources in order to meet their goals.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Acid rain: Precipitation that is unusually acidic caused by emissions of sulfur dioxide and nitrogen oxide and causes harmful effects on plants, animals and structures

    Air pollution: Chemicals, particles or biological materials that cause disease, or damage to living organisms including humans, animals and food crops

    ENERGY STAR®: A government-supported program helping businesses and individuals protect the environment through energy efficiency

    Environment: Physical and biological factors that, along with chemical interactions, affect living organisms

    Environmental Protection Agency (EPA): The agency that regulates laws passed by congress concerning our environment

    Landfill: A site for the disposal of waste materials by burial; the oldest form of waste treatment

    Ozone: Powerful oxidant causing damage to mucus and respiratory tissues in animals and humans as well as damage to plants

    Recycle: Process to change waste into useful materials to reduce consumption of new raw materials and reduce energy waste

    Reuse: Using the same object over and over again

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines for Internet access)
    • presenter remote

    Materials:

    • recyclable items such as:
      • aluminum cans
      • aluminum foil and bakeware
      • batteries and bulbs
      • cardboard
      • clothing
      • electronics
      • glass bottles
      • paper/newspaper
      • plastic bottles
      • steel cans and tin cans

    Supplies:

    • paper
    • pens and markers
    • poster board

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    Note to Teacher: More information on the environment can be found in this course:

    Dollars and Sense
    My World, My Future
    http://cte.sfasu.edu/lesson-plans/conservation-my-world-my-future/

    Visit U.S. Environmental Protection Agency (EPA) for additional lessons and resources at:

    What’s in a Label? Exploring Fuel Economy and the Environment (High school)
    http://www.epa.gov/students/pdf/fueleconomyhighschool.pdf

    What’s in a Label? Exploring Fuel Economy and the Environment (Middle school)
    http://www.epa.gov/students/pdf/fueleconomymiddleschool.pdf

    Chemical Safety Resource for Middle School Teachers
    http://www.epa.gov/students/pdf/chemicalsafety.pdf

    Learn more about Global Climate Change by using “A Student’s Guide to Global Climate Change”. It includes videos, activities, teacher resources and vocabulary words at:
    http://www.epa.gov/climatechange/students/index.html

    Get ideas for recycle projects to share with students. Visit U.S. Environmental Protection Agency (EPA) for community service ideas at:
    http://www.epa.gov/students/communityservice.html

    Become familiar with PowerPoints™, handouts and activities.

    Before class begins:

    Allow students to observe the supplies and give students five minutes to brainstorm ideas of how to protect the environment in small groups and then have them share with class. Assign a scribe to write the ideas on the board. Discuss all the ideas. Begin the discussion with the following questions and have students share their responses:

    • Why is it important to recycle? How many of you recycle in your homes? What do you recycle?
    • What is garbage?
    • What happens to garbage after it is thrown away?
    • Are there any alternatives to throwing everything in a landfill?
    • What happens to a landfill when it fills up?
    • Where does the garbage go then?
    • What do you know about acid rain, ozone and particle pollution?
    • How do our habits affect pollution?
    • How can we change our behaviors to be responsible citizens concerning our environment?
    • What is the difference between reusing and recycling an object?
  • Direct Instruction with Special Education Modifications/Accommodations

    Note to teacher: Prior to beginning this lesson, please review, preview and select the appropriate multimedia for your classes.

    Introduce lesson objectives, terms and definitions.

    Distribute handout Slide Presentation Notes (see All Lesson Attachments tab). Students will be expected to take notes while viewing the slide presentation. Teacher will determine the notes to be recorded by students.

    Introduce PowerPoint™ Saving the Environment (see All Lesson Attachments tab).

    YouTube™ video included in the slide presentation:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for oral response
    • frequent feedback
    • positive feedback/praise
    • checking for understanding

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute 10 Ways Teens Can Educate the Community About Conserving Our Resources (see All Lesson Attachments tab) handout. Students will complete the handout. Allow time for questions and answers.

    Display their Conserving Our Resources logos in the classroom for the duration of the lesson.

    Distribute How One Aluminum Can Makes a Difference (see All Lesson Attachments tab) handout. With a partner, students will complete the handout. Allow time for questions and answers. How One Aluminum Can Makes a Difference (Key) (see All Lesson Attachments tab) is available for you to check their answers.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for oral response
    • frequent feedback
    • praising the students
    • checking for understanding
    • providing a student mentor

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Scenario: You have been hired by the U.S. government to research an environmental trend or issues that may affect our future. Provide students with instructions for a conservation research project which will consist of a visual and oral presentation. Allow students time to brainstorm project ideas. Ideas may include topics such as global warming, water conservation, endangered species, recycling efforts, acid rain, ozone, arctic conditions, chemical exposure or particle pollution. Issues may be local, national or worldwide.

    Divide students into nine (9) small groups and distribute Environmental Project (see All Lesson Attachments tab). You may assign each group a topic or the students can determine their own topic (teacher discretion). Each group will research and present to the class.

    Distribute the Rubric for Environmental Presentation (see All Lesson Attachments tab) so students understand what is expected.

    Guide and assist students as needed as they work independently on their research projects.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • frequent teacher contact
    • frequent feedback
    • note-taking assistance
    • presentation assistance if needed

  • Lesson Closure

    Distribute What I Learned About … graphic organizer (see All Lesson Attachments tab). This handout will allow you to see what the students learned about environmental trends/issues, conserving our resources and government regulations.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for oral response
    • praising the students
    • checking for understanding
    • providing a student mentor
    • modified quiz if specified in IEP

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Assessments during lesson:

    • How One Aluminum Can Makes a Difference
    • Rubric for Environmental Presentation
    • 10 Ways Teens Can Educate the Community About Conserving Our Resources

    Teams will present their multimedia presentations. Allow time for student questions and class discussion after each presentation.

    Student projects/presentations will be assessed with appropriate rubric.

    Distribute Saving the Environment Quiz (see All Lesson Attachments tab) handout. Students will complete the quiz and write a one-page summary analyzing the importance of saving the environment. Students will reflect on how the lesson, activities and information will assist them in the future. The reflection and various handouts will be submitted for assessment.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for responses
    • prompting, if necessary

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Websites:

    • State Energy Conservation Office (SECO)
      SECO partners with Texas consumers, businesses, educators and local governments to reduce energy costs and maximize efficiency.
      http://www.seco.cpa.state.tx.us/
    • Texas Commission on Environmental Quality
      This state agency strives to protect our state’s human and natural resources. Their goal is clean air, clean water, and the safe management of waste.
      http://www.tceq.state.tx.us/
    • Tools for Zero Waste Schools Waste Reduction for K – 12
      Provides students, teachers, school administrators, local recycling coordinators and community activists with the tools that have been developed by their peers to achieve zero waste in their K-12 school systems.
      http://www.kidsrecycle.org/overview.php

    YouTube™:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • ask students to repeat instructions back to you to make sure they understand
    • use pictures and charts as another tool for them to grasp understanding
    • discuss vocabulary using pictures
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    • Create a brochure to distribute that encourages people to protect their environment.
    • Have students create lists of resources they use at home, school and work.
    • Have students journal about ways they can make better use of their resources.
    • Imagine that you have a summer job with someone who is wasteful. Write an essay persuading them to understand the importance of saving and conserving energy.
    • Have students plan a recycling project using Goal Setting for Recycle Project (see All Lesson Attachments tab) handout.
    • TED Talk:
      TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.
      The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk.

    Dollars and Sense Writing Prompts

    TEKS:
    (4) The student analyzes the relationship of the environment to family and consumer resources. The student is expected to:
    (A) analyze individual and family responsibilities in relation to environmental trends and issues

    Think about individual and family responsibilities in relation to environmental trends and issues. Write an essay in which you state your position on individual and family responsibilities in relation to environmental trends and issues. (10th and 11th grade persuasive writing)

    TEKS:
    (D) explain government regulations for conserving natural resources

    Think about government regulations for conserving natural resources. Write an essay explaining government regulations for conserving natural resources. (9th and 10th grade expository writing)

  • Family/Community Connection

    • Earth Day is April 22. Students can research and develop a conservation community event.
    • Students can create interview questions to ask parents, grandparents or other adults regarding how the environment has changed over the course of their lives.
    • Talk with family members about habits that promote a healthy environment such as:
      • Keeping car well-tuned
      • Carpooling, taking the bus or walking
      • Purchasing ENERGY STAR® appliances
      • Using reusable water bottles
      • Using less energy by turning off lights and adjusting the thermostat
      • Recycling efforts
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://www.texasfccla.org/

    STAR Events

    • Advocacy
      An individual or team event, recognizes participants who demonstrate their knowledge, skills, and ability to actively identify a local, state, national, or global concern, research the topic, identify a target audience and potential partnerships, form an action plan, and advocate for the issue in an effort to positively affect a policy or law.
    • Environmental Ambassador
      An individual or team event – recognizes participants that address environmental issues that adversely impact human health and well-being and who actively empower others to get involved.
    • Recycle and Redesign
      An individual event – recognizes participants who select a used fashion or home apparel item to recycle into a new product.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see
    http://www.ysa.org/

    Have students make a “Recycle and Redesign” project. Hold a charity auction to raise money for a charity of the students’ choosing.